1. Teaching Experience
The majorityof my teachingexperienceisinstructinginternationalstudents. Manyof the students with
whomI workedoverthe past five (5) years expressed a strong interest in furthering their education in
the United States. As a result, they enrolled in as many American Government and Political Science
courses as were available.
Introduction to Political Science
From 2011 – 2015, I taught an Introto Political Sciencecourse thatprovidedabroadoverviewof
the studypolitics,drawingfromfoursub-fields in political science: comparative politics, public
policy, international relations, and political theory. I employed the appropriate methods,
technologies,anddatato communicate alternative explanations or solutions for contemporary
social issues, compares and contrasts the basic features of political systems from around the
worldand analyzesthe effectsof historical,social,political,economic,cultural,andglobal forces
on the subjectof study.Studentswere responsibleforresearch in areas including the impact of
the Arab Spring, terrorism and counterterrorism measures, the history of revolution,
international political economy, and globalization.
American GovernmentIand American GovernmentII
In conjunctionwith Intro to Political Science course, I taught courses in American Government
from2011-2014. These coursesprovide studyof the theoriesof Americandemocracyandother
ideologies,the UnitedStatesConstitution,federalism, political economy, political socialization
and public opinion, the media, interest groups, political parties and elections. Students were
requiredtoconduct research into presidential elections and prepare detailed research papers
with oral presentations. In addition, they were required to research foreign and domestic
policy, state and local governments.
Comparative Politics
For one year, Comparative Politics was introduced into the curriculum in 2011 and introduced
the students to the fundamentals of cross-national research, study, and understanding in the
study of the domestic politics of other countries. Students were to demonstrate an
understandingof the scope andconductof comparative politics. The course increase students’
knowledge of political systems around the world through comparative analysis of political
institutions and political behaviors of countries around the world.
Developmental Reading
For one year,from2010 to 2010, I taught studentsthe fundamentalsof readingthroughthe use
of various media. Through this program I taught students to analyze materials thoughtfully,
synthesize materialsfromvarioussourcesandapplythisinformationtotheirreading. AsEnglish
was notstudents’firstlanguage,Iprovidedmethodsfor students to determine the meaning of
unfamiliar words and phrases by using vocabulary strategies such as context clues and word
parts. Students had to read classics such as To Kill a Mockingbird and make inferences about
author’spurpose,tone,bias,figurative language andintended meaning. Students were taught
to apply critical reading skills to respond, to summarize and to paraphrase reading material,
test-taking strategies, and active reading, self-monitoring and self-correction strategies.

2. GuidedStudies
For four years, I taught Guided Studies to first-year students to help them acclimate to
college life. GuidedStudiesisinstrumental inpreparingastudenttosucceedin college, at a
university or in the workplace. It is designed to provide opportunities for students to
develop academic and personal tools as well as cultivate values and attitudes needed to
face the demandsof college andforsuccessinthe world of work. I helped to incorporate a
first year experience protocol to help students acclimate to college life.
Faculty advisor
For three (3) years, I served as a faculty advisor for students in need of assistance. I also
served, for five (5) years as the advisor for the Student Ambassadors program. Student
Ambassadors served as the first point of contact for visitors and future students. They
sponsored the annual National Day celebration, Cultural Awareness Day and a variety of
otherevents including health and wellness programs. They also volunteered for national
and internationalprogramsincludingthe UnitedNations,International UniversityEducation
Fairs and Career Day. To encourage students to further their education beyond the
community college level, I created an ACT/IELTS series of workshops to assist students in
preparation for these tests.
Training
 Certified in Eagle Online distance education protocol
 Training in Moodle and Moodle 2
 Provided mentoring and tutoring services to undergraduate Government and Political
Science students.
 Utilizedon-line andin-classtrainingmethodstofacilitate long-distance learning projects in
ten branch nonprofit offices throughout the State of Texas.
 Created and implemented vision screening “train-the-trainer” programs and developed a
training program for pre-optometric college students to conduct vision screening and
referral services for disadvantaged children and adults
Continuing Education
From Freedom Rides to Ferguson: Narratives of Nonviolence in the American Civil Rights Movement
Emory University Spring 2016
America’s Unwritten Constitution
Yale University Fall 2015
Terrorism and Counterterrorism:Comparing Theory and Practice
Universiteit Leiden Fall 2015